gifted and talented pupils
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Gifted and talented pupils
The following articles, taken from recent issues of our Optimus newsletters, will prove invaluable for anyone with a professional or personal interest in Gifted and talented pupils. To ensure you stay up-to-date with the very latest thinking in this area, please make use of the articles below. If you can’t find what you’re looking for here, simply click on another category on the left or 'search the library'.
How to discover and nurture artistic talent | Gifted and talented pupilsHow can you provide adequate opportunities for gifted and talented artistic students? Joan Hardy has found the Arts Award scheme to be an effective means of identifying and encouraging artistic talent Inspirational athlete: Nicola Adams, boxer | Gifted and talented pupilsNicola Adams talks about becoming the first female to box for England at 18 years old, in the first of three interviews with women in amateur boxing who are at the top of their game G&T children: evidence contradicting the stereotypes | Gifted and talented pupilsResearch into the achievements and outcomes of special provision for G&T children has produced surprising results, Joan Freeman explains NACE Challenge in Wales | Gifted and talented pupilsVal Scott brings us up to date with developments in Wales and describes the important role played by NACE in introducing Quality Standards to schools Young athletes: identifying and nurturing sporting talent | Gifted and talented pupilsWhat turns a competent athlete or 'player' into an exceptional performer? Crispin Andrews considers the make-up of this type of talent and highlights some issues for schools Identifying and providing for younger gifted and talented children | Gifted and talented pupilsValsa Koshy explores the issues surrounding the identification of, and provision for, our youngest gifted and talented children Emotional intelligence in gifted and talented children | Gifted and talented pupilsDo G&T children have more than their fair share of social-emotional difficulties? Kalliope Emmanouilidou looks into the research and challenges some stereotypical views Coaching for confidence: gifted and talented pupils | Gifted and talented pupilsHigh ability and confidence do not always go hand in hand. Paul Ainsworth suggests how life coaching techniques can be used to help G&T students Success in Moseley: achieving the NACE Challenge Award | Gifted and talented pupilsHow did a Birmingham primary school manage to complete the NACE Challenge Award in less than a year? Sarah Batstone describes the work undertaken 'Pressure is good for me' says one Year 10 gifted pupil | Gifted and talented pupilsNatassja Cole gives her verdict on the pros and cons of being on the G&T register Teaching gifted children with Asperger syndrome: practical advice | Gifted and talented pupilsWorking with very able pupils presents a challenge to any teacher, but when learners also have special educational needs, there are complex issues to address. Julian Whybra shares his experiences of children and young people with Asperger syndrome Primary pupil voice: collecting views | Gifted and talented pupilsHow can we get primary-aged children to give us feedback about their classroom experiences? Iwona Glowacz used the prospect of getting published as a way of collecting pupils' thoughts G&T labelling - student views | Gifted and talented pupilsDavid Gimson describes how cross-curricular observation helped teachers to develop more effective questioning techniques – and also led to them asking their own questions about the G&T 'label' Including G&T pupils in the primary classroom | Gifted and talented pupilsMarcelo Staricoff describes an inclusive approach for meeting the needs of G&T pupils in primary classrooms Pupils respond to a teacher's marking | Gifted and talented pupilsCanvassing pupils’ views can inform their learning as well as our teaching – as Paul Ainsworth discovered when he asked one of his classes to comment on his marking National organisations for gifted and talented | Gifted and talented pupilsThe CfBT Education Trust manages the national gifted and talented strategy and is planning an online 'one-stop-shop' to provide routes to CPD, case study material, outreach events, resources etc Schools explore the quality standards for gifted and talented provision | Gifted and talented pupilsWe look at two examples from a booklet produced by the West Midlands Regional G&T partnership describing the experiences of 16 ‘test bed’ schools as they have engaged with the IQS and taken a lead in their implementation What makes a good teacher for gifted and talented students? | Gifted and talented pupilsListening to what students themselves have to say about their education is an important part of high-quality G&T provision. Year 8 pupil, Beth Hancox outlines her thoughts on the qualities of a good teacher for gifted and talented students Learning to love languages: resources for young linguists | Gifted and talented pupilsIn 2002 Gwen Goodhew was dismayed at the lack of resources she found for young linguists. Five years later, her research has revealed changes for the better. Making tutor time work for G&T pupils | Gifted and talented pupilsHow form tutors can raise achievement for all pupils and support the gifted and talented. Aim Higher coordinator Martin Ransley reports. Extending G&T provision | Gifted and talented pupilsThe extra provision for gifted and talented students has been criticised by Chris Woodhead. He should look at comprehensives such as Ashby School, where the Da Vinci programme offers a wide variety of opportunities, says G&T coordinator Malcolm Salt 'Always more to do': the challenge of building an inclusive G&T policy | Gifted and talented pupilsRaising the level of challenge for all children lies at the heart of RA Butler School’s G&T policy. Ann Geeves and Clare Gill describe how they have put systems in place to do this Injecting pace into lessons | Gifted and talented pupilsGood planning will enable you to stretch pupils without exhausting yourself, says Jo Smith How to keep G&T provision at the top of your school's agenda | Gifted and talented pupilsGifted and talented provision faces competition from many other areas for a share of personalisation funding. Josephine Smith and Paul Ainsworth share their tips for raising awareness of G&T in your school From G&T pupil to G&T teaching assistant | Gifted and talented pupilsWhat is it like for a former pupil to return to her old school as a G&T teaching assistant? Teaching pupils life skills through climbing | Gifted and talented pupilsThe Bristol Climbing Centre courses aim to develop the whole person. Jo McCready explains their teaching philosophy and describes their work with more able students Helping gifted and talented students from disadvantaged backgrounds | Gifted and talented pupilsThe underachievement of disadvantaged gifted and talented young people is a major concern. Nik Miller and Alison Rowan explain how the Goal project is helping Enrichment, extension and expertise for able post-16 students | Gifted and talented pupilsRichard Gould describes the approach at Villiers Park Educational Trust Provision and support for gifted and talented children in primary schools | Gifted and talented pupilsMany SENCOs in primary schools also have a designated responsibility for G&T children. New guidance should ensure that effective provision for this group of children is in place. It may also help clarify whether or not SENCOs can be expected to take primary responsibility for this task Creativity for more able students | Gifted and talented pupilsBrin Best argues that we must actively teach creativity if our more able learners are to play their full role as decision-makers in the world of tomorrow. A personalised approach to targets | Gifted and talented pupilsAt Belvoir High School staff help pupils set their own SMART targets while house days are used to help pupils develop strengths Howard Gardner: more than multiple intelligences | Gifted and talented pupilsHoward Gardner will forever be associated with his theory of multiple intelligences. Charles Dietz discovers that the Hobbs professor in cognition and education at the Harvard Graduate School of Education has a lot more to say on the nature of giftedness. Guy Claxton and 'learning to learn' | Gifted and talented pupilsCharles Dietz examines the work of Guy Claxton, professor of education at Bristol University and fellow of the British Psychological Society. Mihaly Csikszentmihalyi's theory of flow | Gifted and talented pupilsCharles Dietz examines the work of Mihaly Csikszentmihalyi and its implications. Case study: working with parents at Casterton Business and Enterprise College | Gifted and talented pupilsCasterton Business and Enterprise College (CEBC) is one of three truly comprehensive Rutland secondary schools with 800 pupils on role in Years 7-11. Home-school communication | Gifted and talented pupilsG&T coordinator Jo Smith explains how to get the most out of working with parents. Extended schools: what impact on G&T? | Gifted and talented pupilsWhat does ‘extended school’ mean to politicians, teachers and parents and what will it mean for more able pupils? Deputy head Paul Ainsworth explains Strategic thinking for more able pupils | Gifted and talented pupilsHow can you help G&T pupils develop strategies for thinking about their work before rushing in? Peter Levin offers some solutions. Transfer, transition: needs of G&T students | Gifted and talented pupilsAim higher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning Pupil voice | Gifted and talented pupilsG&T adviser Linda Hodgson describes how her cluster has developed a way of listening to and responding to pupils’ perceptions of school. Challenging the myths | Gifted and talented pupilsJane West looks at some misconceptions about giftedness and how to dispel them. High drama | Gifted and talented pupilsNick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts. Learning curve: multiple intelligences and G&T | Gifted and talented pupilsDoes Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students? Analysing and uprooting the prejudice against giftedness | Gifted and talented pupilsWhy do so many people think that giftedness is a ‘seriously wrong’ idea? Dr Ruth Cigman argues that the way forward lies in ensuring that we recognise genuine giftedness. Assessment: An overview | Gifted and talented pupilsHow can assessment be used as a tool for improving learning and achievement for all pupils? What do you need to do differently for your more able pupils? Post-16 education for more able pupils | Gifted and talented pupilsPost-16 education for G&T pupils is disjointed and ill-supported. Mike Bulmer explains what needs to change. Schools and the 2012 Olympics | Gifted and talented pupilsWhat are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future. A sporting chance | Gifted and talented pupilsNeil Short, education consultant and former head, looks at how schools are facing up to the challenge of supporting and developing sporting talent among young pupils. Meeting the needs of gifted and talented children | Gifted and talented pupilsWho are the gifted and talented children in our schools and are their needs being properly met? Former head, Roger Smith, suggests that broader definitions and greater efforts need to be made to identify and support the special needs of this group Book review: Able, Gifted and Talented | Gifted and talented pupilsThis book could act as a guide to anyone entering the fray of dealing with outstandingly able children, but it fails to provide great inspiration or sufficient practical advice. Don't teach to the middle: giving advice to the new generation of teachers | Gifted and talented pupilsG&T coordinator Jo McShane reflects on how far things have come since she did her own PGCE and provides some strategies to share with NQTs and teacher trainees. Mayville High School: putting policy into practice | Gifted and talented pupilsAble child coordinator Nik Lawrence spoke to G&T Update about his work. Highly able children with dyslexia | Gifted and talented pupilsDr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children The role of the gifted and talented coordinator | Gifted and talented pupilsJosephine Smith and Paul Ainsworth, both senior teachers with responsibilities for G&T, look at the evolution of the role of the G&T coordinator at Casterton Community College and the effect that TLR reforms are having on it now Building gifted and talented support in the regions | Gifted and talented pupilsGifted and talented support in the regions is being consolidated in a new partnership model. In 2004 NAGTY began to set up 'regional gateways' as part of its delivery of programmes and activities particularly for primary and CPD The national register for G&T students | Gifted and talented pupilsSchools’ census data on G&T populations will be collected from both primary and secondary schools along with institutional data (including progress against IQS) and matched against all other data in the National Pupil Database (ie pupils’ attainment data and cognitive ability tests). Book review: GCSE Success Essentials - Study Skills | Gifted and talented pupilsThe concept of ‘study skills’ is found in a large number of schools and is often seen as a dry subject by both teachers and students. However, the approach adopted in this publication is refreshing and entertaining and was a pleasure to read. Enrichment activity – communication skils, history, creative thinking | Gifted and talented pupilsWhat name would you give to our present time? Enrichment activity – sport and citizenship | Gifted and talented pupilsA sport for all: the real challenge is the philosophy of the game: is it to be competitive or cooperative? Raising achievement of the most able | Gifted and talented pupilsAll current research on student achievement challenges the traditionally held mythology that the bright will always do well in whatever circumstances and that 'borderline' pupils fare better at the top of secondary modern schools rather than 'struggling' in grammar schools – a view entrenched in the attitudes of able students at The Thomas Aveling, a high school. Model mapping: the mechanics of thinking | Gifted and talented pupilsModel mapping (or 'mind mapping') is a learning tool for pupils of all ages and abilities, as Oliver Caviglioli, co-author of MapWise and former PE teacher, explains Finding diamonds and nurturing dreams | Gifted and talented pupilsJo McShane, South Tyneside's gifted and talented and Aimhigher manager explains why raising the aspirations of gifted students is a key part of her work. State schools described as a 'talent drain' | Gifted and talented pupilsProfessor David Jesson of the University of York has expressed concern that talent is 'going to waste' because state schools fail to develop the potential of more-able students NAGTY: the way ahead | Gifted and talented pupilsThe National Academy for Gifted and Talented Youth was established at Warwick University in 2002. Director Professor Deborah Eyre explains her vision for its future. Enrichment activity – critical thinking | Gifted and talented pupilsCritical thinking, communication, politics, philosophy, environmental awareness, economics. Chesham Park Community College | Gifted and talented pupilsThe able, gifted and talented continue to make strides at the first school to receive NACE's Challenge Award, as deputy headteacher and G&T coordinator David Futerman explains Gifted and talented? Time for a rethink? | Gifted and talented pupilsWriter and consultant Barry Hymer explains why he thinks G&T education needs to rethink some commonly used policies. Black, Wiliam and assessment for learning | Gifted and talented pupilsBlack and Wiliam (often mispelled as Black and William, with two 'L's) developed a radical approach to learning, as Charles Dietz reports. Book review: Making the Most of Your Abilities | Gifted and talented pupilsEmpowering students by developing their understanding of how they learn. Self-evaluation and audit: ways of working | Gifted and talented pupilsQuality standards are the new buzzwords in school self-evaluation for G&T coordinators. But what’s the difference between an audit and self-evaluation – and how do you do it? Jane West explains. Nurturing our top ten per cent | Gifted and talented pupilsPrimary strand coordinator for G&T Joy Blaker explains how schools in Rotherham approach the issue of identifying their most able pupils. Developing higher-order questioning | Gifted and talented pupilsJohn Senior looks at an approach that will help G&T students develop creative thinking. Running enrichment courses in museums | Gifted and talented pupilsDuring the academic year 2004-05, the London Borough of Lambeth developed an imaginative and creative partnership with GIFT to offer enrichment courses for gifted and talented primary and secondary students, held in local museums and galleries. Rosemary Butcher explains G&T policy and the role of a G&T Governor | Gifted and talented pupilsWhether you're writing your first G&T policy or need to update your current one, what do you need to include? G&T Update editor Jane West explains Most Related:
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